English as an Additional Language in Practice Cover

English as an Additional Language in Practice

Supporting the language and communication skills in the early years

This book gives clear guidance to educators about how to support the communication and language development of EAL children with reference to the new 2018 National Quality Framework (ACECQA, 2017). As well as providing essential information about EAL learners, it covers topics including: how children learn languages; how to prepare for a new starter who has limited or no English; helping children to settle-in, creating a suitable environment; working with families; and, observation and assessment. There are also chapters which focus specifically on supporting the prime area of communication and language.

Ages: 0-5 | Pages: 114 | Code: TS0309 | ISBN: 9781925145397

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Alice Bevan

Alice Bevan is a Speech and Language Therapist who works for the NHS and privately. She has worked in a range of paediatric settings including nurseries, children’s centres, clinics and schools. As a Sign-along Tutor and Elklan Tutor, Alice also delivers a range of nationally recognised accredited courses. She has a passion for educating others about speech, language and communication.
Picture of Bridie Raban

Bridie Raban

Bridie Raban is currently an Honorary Professorial Fellow at the University of Melbourne Graduate School of Education. Her past research has focused on language and literacy development, teacher change and development, curriculum and assessment for the early childhood years and quality provision. She was the first Professor of Early Childhood Education in Victoria and the second in Australia, and before this she was Professor of Primary Education (Early Years) at the University of Warwick and President of the UK Reading Association.

 

 

Contents

Introduction4
About this book6
The national picture6
What does this mean for your work with young children?8
Settings used for case studies10
Brief outline of each chapter11
Chapter one: EAL essentials13
What does EAL mean?13
Groups of EAL learners14
What is bilingualism?15
Key EAL matters16
Chapter two: How children learn languages22
First language acquisition23
Learning two languages simultaneously25
How do children learn an additional language?26
Stages of additional language acquisition27
Factors that impact on additional language learning29
Differences between languages30
Chapter three: Helping children to settle in33
Before the child starts33
The child’s first day37
The child’s first few weeks40
Chapter four: Creating a suitable environment43
Communication-friendly spaces43
Making the environment suitable for EAL learners44
Chapter five: Adult–child interaction54
Key principles for quality adult–child interaction55
Interacting with simultaneous learners (under 3 years)57
Interacting with children who are new to English57
Interacting with a child during the “silent period”61
Providing opportunities for children to use their home language62
The importance of play64
Cultural differences in play65
EAL language programs65
Chapter six: Building positive relationships with families and carers66
Developing partnership working with families67
What does a good relationship between a family and an educator look like?67
General advice to promote good relationship building67
Potential challenges to partnership working69
Overcoming potential challenges69
Key messages to give to families72
Working with interpreters74
Chapter seven: Observation, assessment and planning75
Involving families in the observation, assessment and planning cycle78
Assessment before transition to school80
Chapter eight: Working with children with communication difficulties84
Understanding language, speech and communication needs85
Identifying communication difficulties in EAL learners90
Supporting EAL learners with language, speech and communication needs94
Resources99
Home activity sheets99
Checklist for pre-start family meeting106
Checklist for determining a child’s skills in their home language110
References111
Acknowledgements114